a) My experience learning grammar was a constant struggle to pay attention. To put it simply, it was BORING. Since I had such a negative opinion of learning grammar, I would like to change how my future students perceive learning grammar. Like any subject, they need to have a connection to the material in order to gain a more complete understanding. In order to do this, I must find lessons that intrigue my students as well as connect with them. The story about Ryan is a perfect example of this idea. As soon as he had something he wanted to write about in his mind, his ideas flew away with him! This is the type of environemnt I want to foster with my students. Allowing them to have a hand in their learning will give them the opportunity to write about topics that interest and motivate them further. This idea can extend to any subject. The point is: motivate your students by giving them a connection to their learning.
b) Takeaways: "Teaching Writing and Grammar in Context" by Scott Peterson Takeaway "Grammar is learned best when applied to a real writing situation" (pg. 67). This quote directly relates to how we should teach the writing process. The Titanic example is perfect for this because it allows students to be creative while still learning about the processes associated with writing. Instead of drilling students about note taking and reading strategies, the teacher allowed them to actually dothose things. This creates a much better connection to the learning. I want to let my students write as much as they want. Writing to express will be a huge benefit for my students. From this, I took away the idea that I must be creative in my lesson plans rather than teach from a textbook. While it will be difficult, it will make me a much better teacher.
"Teaching Grammar in the Context of Writing by Constance Weaver From this, Weaver argues that "less is more" in the context of teaching writing. I was honestly not surprised that typical methods of teaching grammar do not work. Weaver states that the teaching of grammar "does not improve reading, speaking, writing, or even editing, for the majority of students--nor does the teaching of English grammar necessarily make it easier for students to learn the structure of a foreign language" (pg. 19). I can personally remember the many lessons on grammar that did I have learned and forgotten throughout my educational experience. Rather than drilling students about grammar, Weaver argues that more constructivist approach can be used. Instead of simple grammar lessons, grammar can be taught in the context of writing. Lessons that teach grammar in a different context can improve interest through a different format such as a mini-lesson. My takeaway from this is that it is possible that teaching grammar in a formal system does not have the same positive effect as teaching grammar in the context of writing. It takes out some of the monotony of boring grammar lessons. Weaver argues that the goal is for students to "use grammar more effectively and conventionally in their writing" (pg. 33) through this system.
b) Takeaways:
"Teaching Writing and Grammar in Context" by Scott Peterson Takeaway
"Grammar is learned best when applied to a real writing situation" (pg. 67). This quote directly relates to how we should teach the writing process. The Titanic example is perfect for this because it allows students to be creative while still learning about the processes associated with writing. Instead of drilling students about note taking and reading strategies, the teacher allowed them to actually dothose things. This creates a much better connection to the learning. I want to let my students write as much as they want. Writing to express will be a huge benefit for my students. From this, I took away the idea that I must be creative in my lesson plans rather than teach from a textbook. While it will be difficult, it will make me a much better teacher.
"Teaching Grammar in the Context of Writing by Constance Weaver
From this, Weaver argues that "less is more" in the context of teaching writing. I was honestly not surprised that typical methods of teaching grammar do not work. Weaver states that the teaching of grammar "does not improve reading, speaking, writing, or even editing, for the majority of students--nor does the teaching of English grammar necessarily make it easier for students to learn the structure of a foreign language" (pg. 19). I can personally remember the many lessons on grammar that did I have learned and forgotten throughout my educational experience. Rather than drilling students about grammar, Weaver argues that more constructivist approach can be used. Instead of simple grammar lessons, grammar can be taught in the context of writing. Lessons that teach grammar in a different context can improve interest through a different format such as a mini-lesson. My takeaway from this is that it is possible that teaching grammar in a formal system does not have the same positive effect as teaching grammar in the context of writing. It takes out some of the monotony of boring grammar lessons. Weaver argues that the goal is for students to "use grammar more effectively and conventionally in their writing" (pg. 33) through this system.